Abstract

Students, particularly those at first year level, are often unaware of what assessment practices are valued in higher education. Assessment rubrics are one means by which lecturers can make clear to their students what is expected of them before they undertake the task. But rubrics perform other functions too: they force educators to reflect upon and articulate what will 'count' in the task that they set, and that make explicit for moderators what outcomes the task is designed to elicit and the criteria by which its demonstration will be judged. They also provide a basis for discussion between the moderator and assessor about what it is that is being valued. This article looks at the various functions of rubrics and considers some of the limitations thereof. The article draws on data from interviews with lecturers and questionnaires completed by students who have used assessment rubrics.